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ERIC Number: ED471551
Record Type: RIE
Publication Date: 2002-Feb
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing Entry, Retention, and On-the-Job Performance through Graduate Follow Up.
Oja, Sharon Nodie
This paper describes the collaborative development of an instrument to assess graduates from 1 to 5 years after teacher education program completion. The study shows how a consortium of colleges and universities used the same instrument to gather data for research and program improvement. Examples of research results in the University of New Hampshire Program are discussed, using the total data from the consortium as a frame of reference. The survey instrument is attached. In 1990 a consortium of 11 universities and schools across the United States was formed, and consortium members used the Survey developed at the University of New Hampshire to collect data on their graduates. Data for the first round of research came from 1,394 graduates from 6 institutions. The second round collected data from approximately 3,050 graduates from 11 institutions. Each institution was given data on its own program and on the total of all programs. Data from the University of New Hampshire suggested many significant differences in graduates of 4-year and 5-year programs, and the second round of study continued to look at the differences among 4-year, 5-year, 5-year integrated undergraduate-graduate, and post BA entry programs. The ways such data can be used are discussed, and some comparisons are made between findings for the University of New Hampshire and those for consortium members overall. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (New York, New York, February 24, 2002).